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Enhancing Grade 7 Reading Proficiency through an English Reading Program Intervention in High School

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Title: Enhancing Grade 7 Reading Proficiency through an English Reading Program Intervention in High School
Language: English
Authors: Mhel Cedric D. Bendo (ORCID 0009-0004-6873-3910), Dhanna Driff Angue, Jeraldine Buhay, Jeizel Anne Dimaisip, Tracy Lobos, Ellie Grace Pahimnayan, Raj Benedict Piedad, France Lawrence Pulgo, Karylle Ramos, Whinzel Anne Yabut
Source: Online Submission. 2026.
Peer Reviewed: N
Page Count: 20
Publication Date: 2026
Document Type: Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Grade 7
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Reading Skills, Grade 7, Reading Programs, Program Effectiveness, Reading Comprehension, Intervention, Junior High School Students, English (Second Language), Foreign Countries
Geographic Terms: Philippines
Abstract: This study aimed to determine the level of reading proficiency of Grade 7 students through the implementation of an English Reading Program at Public National High School, Philippines. A quantitative one-group pretest-posttest design was employed, involving 494 Grade 7 students across eleven sections. Data were gathered using validated standardized reading comprehension assessments administered before and after the intervention. Findings revealed that the English Reading Program was effective in improving students' reading proficiency. Post-test results showed a notable increase in reading comprehension levels, with no students classified as non-readers after the intervention. The use of contextualized learning materials contributed to measurable improvements in students' ability to decode, comprehend, and interpret texts. Overall, the study provides evidence-based support for the effectiveness of structured reading intervention programs in enhancing reading proficiency among junior high school learners. The findings offer practical implications for school administrators and teachers and highlight the importance of targeted reading programs in improving academic performance and promoting the overall well-being of Grade 7 students.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED681004
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED681004
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PubType: Report
PubTypeId: report
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IllustrationInfo
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  Data: Enhancing Grade 7 Reading Proficiency through an English Reading Program Intervention in High School
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Mhel+Cedric+D%2E+Bendo%22">Mhel Cedric D. Bendo</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-6873-3910">0009-0004-6873-3910</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dhanna+Driff+Angue%22">Dhanna Driff Angue</searchLink><br /><searchLink fieldCode="AR" term="%22Jeraldine+Buhay%22">Jeraldine Buhay</searchLink><br /><searchLink fieldCode="AR" term="%22Jeizel+Anne+Dimaisip%22">Jeizel Anne Dimaisip</searchLink><br /><searchLink fieldCode="AR" term="%22Tracy+Lobos%22">Tracy Lobos</searchLink><br /><searchLink fieldCode="AR" term="%22Ellie+Grace+Pahimnayan%22">Ellie Grace Pahimnayan</searchLink><br /><searchLink fieldCode="AR" term="%22Raj+Benedict+Piedad%22">Raj Benedict Piedad</searchLink><br /><searchLink fieldCode="AR" term="%22France+Lawrence+Pulgo%22">France Lawrence Pulgo</searchLink><br /><searchLink fieldCode="AR" term="%22Karylle+Ramos%22">Karylle Ramos</searchLink><br /><searchLink fieldCode="AR" term="%22Whinzel+Anne+Yabut%22">Whinzel Anne Yabut</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2026.
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  Data: N
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  Data: 20
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  Data: 2026
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  Data: Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Programs%22">Reading Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Junior+High+School+Students%22">Junior High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study aimed to determine the level of reading proficiency of Grade 7 students through the implementation of an English Reading Program at Public National High School, Philippines. A quantitative one-group pretest-posttest design was employed, involving 494 Grade 7 students across eleven sections. Data were gathered using validated standardized reading comprehension assessments administered before and after the intervention. Findings revealed that the English Reading Program was effective in improving students' reading proficiency. Post-test results showed a notable increase in reading comprehension levels, with no students classified as non-readers after the intervention. The use of contextualized learning materials contributed to measurable improvements in students' ability to decode, comprehend, and interpret texts. Overall, the study provides evidence-based support for the effectiveness of structured reading intervention programs in enhancing reading proficiency among junior high school learners. The findings offer practical implications for school administrators and teachers and highlight the importance of targeted reading programs in improving academic performance and promoting the overall well-being of Grade 7 students.
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  Data: As Provided
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  Data: 2026
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  Label: Accession Number
  Group: ID
  Data: ED681004
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED681004
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
    Subjects:
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Reading Programs
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      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Junior High School Students
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Philippines
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      – TitleFull: Enhancing Grade 7 Reading Proficiency through an English Reading Program Intervention in High School
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              Y: 2026
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